Assignment 2 feedback: Language Related Task

A. Verb forms
1. I’m playing tennis with my brother on Sunday
a. Name of structure

Present continuous

b. Time reference

Future

c. Concept checking questions (max 4)

 Is it a habit? No, it’s not.

 Am I in the middle of doing it? No, I am not.
 Is it happening now or in the future? In the future.
 Is it something organised? Yes, it is.

d. Form (affirmative, negative, Y/N question)

Affirmative subj.+am/is/are+verb+ing

Negative subj.+am not/is not/are not (‘m not/ isn’t/ aren’t )+verb+ing

Y/N questions am/is/are+subj.+verb+ing?

Yes, subj.+am/is/are

No, subj.+‘m not/isn’t/aren’t/am not/is not/are not

e. Features of pronunciation

/aɪm//ˈpleɪɪŋ/

The contracted auxiliary verbs are normally used, for most native speakers if the auxiliary verb is
pronounced with a full value the speaker may sound overemphatic or not fluent enough.

f. Problems students might have with the verb form (meaning, pronunciation and form)

 Meaning:
- time reference present instead of future;
- Ss can confuse the various uses of the present continuous.
 Form:
- forget auxiliary or –ing form;
- present continuous with state verbs;
- spelling forms of the verb+ing.
 Pron:
- /ng/ instead of /ŋ/;
- difficulties in hearing the pronoun if pronounced in a weak way.

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2. I wish I lived in a hot country
a. Name of structure

Past simple (verb form after wish)

b. Time reference

Present

c. Concept checking questions (max 4)

 Do you live in a hot country? No, I don’t.

 Would you like to live in a hot country? Yes, I would.
 Are you sorry you do not live in a hot country? Yes, I am.

d. Form (affirmative, negative, Y/N question)

Affirmative subj.+V2/verb+ed

Negative subj.+didn’t(did not)+bare infinitive

Y/N question do/does+subj.+bare infinitive?

Yes, subj.+do/does

No, subj.+don’t/doesn’t

e. Features of pronunciation

/lɪvd/

Words ending in a vowel sound use the /d/ pronunciation for –ed;

In emphatic statements did is usually stressed.

f. Problems students might have with the verb form (meaning, pronunciation and form)

 Meaning:
- time reference past instead of present;
- in the example the Ss may not understand it refers to an unlikely situation in the
present.
 Form:
- use of did(n’t) and the simple past, e.g.: I didn’t lived;
- mistakes in the irregular or regular form e.g. I speaked;
- forget the auxiliary, e.g.: I not lived
 Pron:
- /li:ved/ or /li:vd/ instead of /lɪvd/;
- many Ss mispronounce the regular past tense ending adding an entire syllable.

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3. If he had kept his mouth shut, he wouldn’t have got the sack
a. Name of structure

Third conditional/Counterfactual Conditional

b. Time reference

Past

c. Concept checking questions (max 4)

 Did he speak? Yes, he did.

 Did he lose his job because of that? Yes, he did.
 Can he change that situation now? No, he can’t.
 Would he have a job now if he hadn’t spoken? Yes, he would.

d. Form (affirmative, negative, Y/N question)

Affirmative if+subj.+had+past participle,/subj.+would have+past participle

Negative if+subj.+hadn’t(had not)+past participle,/subj.wouldn’t(would not)have+past

participle

Y/N Question would+subj.+have+past participle/if+subj.+had+past participle?

Yes, subj.+would

No, subj.+wouldn’t

If clause and main clause can be inverted;

affirmative and negative can be in any combination, if clause or main clause.

e. Features of pronunciation

he can be strong /hiː/or weak/hi/

had can be strong/hæd/or weak/həd/

have can be strong/hæv/or weak/həv/

/ɪf//hi:d//kept//ˈwʊd.ənt// həd //ɡɒt/

f. Problems students might have with the verb form (meaning, pronunciation and form)

 Meaning:
- time reference;
- in listening, the 3rd conditional can be difficult to understand, when if and auxiliary verbs
are pronounced indistinctly.
 Form:
- difficulty in producing the correct tense sequence;

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 - for many Ss the auxiliary verbs have no rationale, and some of these auxiliaries may be
left out under the pressure of communicating.
 Pron:
- /i:/ instead of /hi:/
- /ed/ instead of /hæd/
- / wʊld.ent/ instead of /ˈwʊd.ənt/
- /ev/ instead of /hæv/

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4. He had his car repaired last week
a. Name of structure

Causative have

b. Time reference

Past

c. Concept checking questions (max 4)

 Did he fix his car himself? No, he didn’t.

 Did he drive his car to a garage? Yes, he did.
 Did a mechanic repair his car for him? Yes, he did.

d. Form (affirmative, negative, Y/N question)

Affirmative subj.+had+object+past participle

Negative subj.+did+not(didn’t)+have+object+past participle

Y/N Question did+subj.+have+object+past participle?

Yes, subj.+did

No, subj.+didn’t

e. Features of pronunciation

had can be strong/hæd/or weak/həd/; cannot be contracted.

/hæd//rɪˈpeərd/

f. Problems students might have with the verb form (meaning, pronunciation and form)

 Meaning:
- difficult to understand the meaning of arranging somebody else to do something.
 Form:
- Difficult to spot;
- bare infinitive instead of past participle;
- difficulties with negative form and questions;
- W.O.;
- SS can avoid using causative constructions finding a roundabout means of expressing
themselves;
- Ss can simplify the grammar and distort the meaning.
 Pron:
- /ed/ instead of /hæd/
- /reˈpeired/ instead of /rɪˈpeərd/

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They put him up for the night.
a. Identify the part of speech. At what level would you teach it? Give your reasons.

Phrasal verb, B11, phrasal verb pertinent to everyday life2.

b. How would you teach the meaning? Describe a context you would use to convey the meaning of
each item.

Using the TL in the context of a story, with some visuals on the WB (train, arena, bed) E.g.:
Alessandra and I are going to a hockey game next week. She lives far from the arena and she asked
me to put her up for the night. I am happy because she will sleep over and she’ll be my guest.

I’d ask the Ss to give me the definition of the phrasal verb.

c. Give a maximum of four concept checking questions (with answers) to check the meaning of the
items.

- Is he sleeping and eating at their house? Yes, he is.

- Can he stay for many days? No, he can’t.
- Do they give him a bed? Yes, they do.

d. Indicate any specific phonological features or problems (eg; word stress).

- Him weak form/ɪm/, strong form /hɪm/

- /pʊt /hɪm//ʌp/
- Three syllables, rising and falling intonation.

Problem:

- /ɪm/instead of/hɪm/

e. Identify any problems students might have with each of these items in terms of meaning, form
and pronunciation.

 Meaning:
- translation of literal meaning;
- misled by a meaning they already know;
- Ss can think that a multiword verb is colloquial, but often it is neutral, and the one word
equivalent, sometimes coming from Latin, is too formal or only used in fixed
expressions.
 Form:
- not recognising the multiword;
- W.O. e.g. put up him; this multiword verb is an object transitive separable, but if the
object is a pronoun we have to put it between the verb and the particle;
- Leaving out the preposition;
- Choosing the wrong preposition;
1
See Word Family Framework at //www.learnenglish.org.uk/wff/index.html
2
See Common European Framework for languages, Council for Cultural Co-operation, CUP, 2001, pag 112

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We’ve had this washing machine for years. It’s been very reliable.
a. Identify the part of speech. At what level would you teach it?

Adjective, B23, word connected to general topics4.

b. How would you teach the meaning? Describe a context you would use to convey the meaning of
each item.

Using the TL in context with an anecdote about an electric appliance. I’d also use visuals on the WB,
and clarify it can be used to describe both objects and people.

E.g.: I need to buy a new computer, mine is too old, it is not reliable.

c. Give a maximum of four concept checking questions (with answers) to check the meaning of the
items.

- Does the washing machine work properly? Yes, it does.

- Is it something you can use for a long time? Yes, it is.

d. Indicate any specific phonological features or problems (eg; word stress).

- /rɪˈlaɪ.ə.bəl/
- phonetic cluster /bəl/
- 4 syllables
- Schwa

Problem:

- /re/instead of/rɪ/

e. Identify any problems students might have with each of these items in terms of meaning, form
and pronunciation.

 Meaning:
- once taught should be quite clear. Ss could wonder if it is suitable for objects and for people.
 Form:
- being an adjective W.O. could be a problem;
- adjective order if used with others;
- Ss may create a plural form;
- Spelling.

3
See Word Family Framework at //www.learnenglish.org.uk/wff/index.html
4
See Common European Framework for languages: Learning, teaching, assessment , Council for Cultural Co-
operation, CUP, 2001, pag 112

7
Could I borrow your pen for a minute, please?
a. Identify the part of speech. At what level would you teach it? Give your reasons.

Verb. A2 level5, it can be use in basic communicative needs6, e.g. school context.

b. How would you teach the meaning? Describe a context you would use to convey the meaning of
each item.

Miming is the fastest way to convey the meaning, provide context with examples. Realia.

E.g.: - I’m late for the train! Can you drive me to work?

- No, I am sorry, but you can borrow my car!

c. Give a maximum of four concept checking questions (with answers) to check the meaning of the
items.

- Has he got a pen? No, he hasn’t.

- Have you got a pen? Yes, I have.
- Can he use your pen for a minute? Yes, he can.
- Can he keep the pen? No, he has to give it back.

d. Indicate any specific phonological features or problems (eg; word stress).

- /ˈbɒr.əʊ/
- two syllables

Problem:

- / əʊ/could be pronounced/v/

e. Identify any problems students might have with each of these items in terms of meaning, form
and pronunciation.

 Meaning:
- could be confused with lend.
 Form:
- after the modal ‘could’ Ss could use a to infinitive, instead of a bare infinitive;

5
See Word Family Framework at //www.learnenglish.org.uk/wff/index.html
6
See Common European Framework for languages: Learning, teaching, assessment , Council for Cultural Co-
operation, CUP, 2001, pag 112

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Reference:

 Teaching English Grammar, J. Scrivener, MacMillian, 2010

 The Teacher’s grammar of English, R. Cowan, CUP, 2014
 Practical English usage, M. Swan, Oxford 2010
 English Grammar in use, Murphy, CUP, 1999
 Common European Framework of reference for languages: Learning, teaching, assessment ,
Council for Cultural Co-operation, CUP, 2001
 Word Family Framework at https://www.learnenglish.org.uk/wff/index.html (10th Dec.
2017)